پریوش جعفری

Purpose: The aim of this study was to identify the main components of school performance evaluation in desirable condition. Methodology: The present study was a descriptive cross-sectional study. The statistical population of the study consisted of 1980 high school principals who were selected based on Cochran's formula of 322 students using cluster-cluster sampling method. Educational management (including 15 university professors, 20 administrators and 15 school administrators) selected through purposive sampling, semi-structured interviews were conducted, primary components identified and then identified by the researcher to determine the final components. It had 172 items and its face validity and content validation by Tidopa experts for it was 75/0 using Cronbach's alpha, was used. Data were analyzed using exploratory factor analysis and structural equations. Findings: The findings indicated that the following components could be considered for evaluating the performance of 12 components and 172 sub-components: 1- Management and leadership 2- Administrative and financial affairs 3- Teaching processes- Learning and planning 4-Axis programs 5-Information technology and intelligence 6-Physical space and equipment 7-Empower teachers and staff 8-Supplemental, extracurricular activities 9-Organizational climate and organizational culture10-Interaction with school environment and Gaining Experiences11- Physical Education, Health and Well-being 12- Staff Involvement, Parents and Students in School Affairs Conclusion: School management has a very important role in school performance. Therefore, school management and leadership as the main pillar of schools should play a scientific role and with respect to good human relations which will play an important role in enhancing school performance. Keywords: Evaluation, Performance, Schools, Desire.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.